Correção oral na sala de aula de língua inglesa:

a visão de professores em formação

Abstract

There are two kinds of failures which can take place when acquiring a foreign language. According to Ellis (1997), errors are done when learners do not know what is “correct”, while mistakes happen when students are not able to use their knowledge properly. In a foreign language class, teachers have some difficulties dealing with these failures due to factors such as the large diversity present in a classroom, different correction techniques and the way students react to oral correction. This study aims to analyze and compare the opinion of students who are in the beginning of an English undergraduate course to those who are finishing an English-Portuguese one about oral correction in an English class. To do so, a questionnaire about how these learners feel when they are corrected in a class and how they intend to orally correct they future students was applied. After analyzing the data, it was observed that both groups had similar answers regarding their worry to avoid making the students ashamed when being corrected and also their favorite correction method. On the other hand, both groups presented different answers concerning the best time for correction.